Differentiated Practice with Scientific Explanations and Evidence.
This lesson builds student proficiency with the Claim–Evidence–Reasoning (CER) framework through structured practice, reading support tools, and differentiated task options. Students learn to distinguish claims, evidence, and reasoning and then apply those distinctions to increasingly complex scientific texts.
Students begin in a digital classroom space that includes optional reading supports such as translation tools, simplified vocabulary, text-to-speech, and a science dictionary. These tools are available to reduce language barriers while keeping the cognitive task focused on scientific reasoning.
Students then:
study the components of CER and how each functions in an argument
practice matching claims, evidence, and reasoning using short experimental scenarios
complete differentiated CER tables
select an article at an appropriate difficulty level
write a concise summary of the article
construct a full CER diagram based on the article’s content
identify and define key scientific vocabulary from the text
Across all pathways, students are expected to:
distinguish observation from explanation
select appropriate evidence to support a claim
explain how evidence justifies that claim
The lesson is designed to support:
explicit instruction in scientific argumentation
gradual release from guided practice to independent CER construction
differentiation without changing learning goals
integration of literacy skills within science content
It functions well as:
an introductory CER lesson
a scaffolded practice activity
or a reinforcement lesson within a science literacy or inquiry sequence
Grade & Course Recommendation:
Middle School:Grade 8, as a scaffold for scientific writing and reasoning.
High School:Grades 9–11, as an ongoing framework for argument writing in science.
To preview this lesson, click here.
Cross-Curricular Connections:
ELA Integration: Reinforces thesis–support–conclusion writing structure.
Social Studies Integration: Supports argumentation in historical and current events.
STEM Integration: Useful across science disciplines for lab report writing.
Daily slide + literacy - based exit ticket included with purchase
Rather than aligning to one specific content area, this lesson supports Science and Engineering Practices that apply across all NGSS domains.
NGSS Science & Engineering Practices (SEPs):
Engaging in Argument from Evidence: Students practice constructing and defending scientific claims using relevant data.
Constructing Explanations and Designing Solutions: Students organize reasoning that connects evidence to scientific principles.
Obtaining, Evaluating, and Communicating Information: Students read scientific articles and summarize findings in their CER charts.
Applicable NGSS Performance Expectations (for skill integration):
MS-LS1-3 / HS-LS1-3: Explain how feedback mechanisms maintain stability in living systems. (students might apply CER writing to biological examples)
MS-LS4-2 / HS-LS4-1: Use evidence from fossils, anatomy, or genetics to support the theory of evolution.
MS-ETS1-2 / HS-ETS1-2: Evaluate competing explanations or design solutions using evidence-based reasoning.
Crosscutting Concepts:
Cause and effect
Patterns
Systems and system models
Grades 7–12:
CCSS.ELA-LITERACY.RST.6-8.1 / RST.9-10.1 / RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts. (students pull key evidence directly from scientific articles)
CCSS.ELA-LITERACY.RST.6-8.7 / RST.9-10.7 / RST.11-12.7: Integrate quantitative or technical information expressed in words with data, charts, or visual information. (students use diagrams to link evidence to reasoning)
CCSS.ELA-LITERACY.WHST.6-8.1 / WHST.9-10.1 / WHST.11-12.1: Write arguments focused on discipline-specific content using claims and supporting evidence.
CCSS.ELA-LITERACY.WHST.6-8.2 / WHST.9-10.2 / WHST.11-12.2: Write informative/explanatory texts to convey scientific information clearly.
CCSS.ELA-LITERACY.WHST.6-8.9/WHST.9-10.9 / WHST.11-12.9: Draw evidence from informational texts to support analysis and reflection.
Differentiated Practice with Scientific Explanations and Evidence.
This lesson builds student proficiency with the Claim–Evidence–Reasoning (CER) framework through structured practice, reading support tools, and differentiated task options. Students learn to distinguish claims, evidence, and reasoning and then apply those distinctions to increasingly complex scientific texts.
Students begin in a digital classroom space that includes optional reading supports such as translation tools, simplified vocabulary, text-to-speech, and a science dictionary. These tools are available to reduce language barriers while keeping the cognitive task focused on scientific reasoning.
Students then:
study the components of CER and how each functions in an argument
practice matching claims, evidence, and reasoning using short experimental scenarios
complete differentiated CER tables
select an article at an appropriate difficulty level
write a concise summary of the article
construct a full CER diagram based on the article’s content
identify and define key scientific vocabulary from the text
Across all pathways, students are expected to:
distinguish observation from explanation
select appropriate evidence to support a claim
explain how evidence justifies that claim
The lesson is designed to support:
explicit instruction in scientific argumentation
gradual release from guided practice to independent CER construction
differentiation without changing learning goals
integration of literacy skills within science content
It functions well as:
an introductory CER lesson
a scaffolded practice activity
or a reinforcement lesson within a science literacy or inquiry sequence
Grade & Course Recommendation:
Middle School:Grade 8, as a scaffold for scientific writing and reasoning.
High School:Grades 9–11, as an ongoing framework for argument writing in science.
To preview this lesson, click here.
Cross-Curricular Connections:
ELA Integration: Reinforces thesis–support–conclusion writing structure.
Social Studies Integration: Supports argumentation in historical and current events.
STEM Integration: Useful across science disciplines for lab report writing.
Daily slide + literacy - based exit ticket included with purchase
Rather than aligning to one specific content area, this lesson supports Science and Engineering Practices that apply across all NGSS domains.
NGSS Science & Engineering Practices (SEPs):
Engaging in Argument from Evidence: Students practice constructing and defending scientific claims using relevant data.
Constructing Explanations and Designing Solutions: Students organize reasoning that connects evidence to scientific principles.
Obtaining, Evaluating, and Communicating Information: Students read scientific articles and summarize findings in their CER charts.
Applicable NGSS Performance Expectations (for skill integration):
MS-LS1-3 / HS-LS1-3: Explain how feedback mechanisms maintain stability in living systems. (students might apply CER writing to biological examples)
MS-LS4-2 / HS-LS4-1: Use evidence from fossils, anatomy, or genetics to support the theory of evolution.
MS-ETS1-2 / HS-ETS1-2: Evaluate competing explanations or design solutions using evidence-based reasoning.
Crosscutting Concepts:
Cause and effect
Patterns
Systems and system models
Grades 7–12:
CCSS.ELA-LITERACY.RST.6-8.1 / RST.9-10.1 / RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts. (students pull key evidence directly from scientific articles)
CCSS.ELA-LITERACY.RST.6-8.7 / RST.9-10.7 / RST.11-12.7: Integrate quantitative or technical information expressed in words with data, charts, or visual information. (students use diagrams to link evidence to reasoning)
CCSS.ELA-LITERACY.WHST.6-8.1 / WHST.9-10.1 / WHST.11-12.1: Write arguments focused on discipline-specific content using claims and supporting evidence.
CCSS.ELA-LITERACY.WHST.6-8.2 / WHST.9-10.2 / WHST.11-12.2: Write informative/explanatory texts to convey scientific information clearly.
CCSS.ELA-LITERACY.WHST.6-8.9/WHST.9-10.9 / WHST.11-12.9: Draw evidence from informational texts to support analysis and reflection.
